MTTC Health and Physical Education (112/113) study plan

Reconstruct the Subtest 1 (Health Education) blueprint from current official preparation materials, convert each subarea into a weighted share of your total study hours, and post the resulting table where you will see it daily.

Define in your own words 25 core health-education terms, including health literacy, risk factor, protective factor, determinant of health, and the primary/secondary/tertiary prevention levels, and attach one realistic classroom example to each.

Sequence the state health education standards and the health-literate-person benchmarks into a one-page K-12 vertical progression that shows what a third grader, seventh grader, and high school senior should each be able to do.

Compare the Health Belief Model, Social Cognitive Theory, and the Transtheoretical Model by naming the single design question each one answers better than the others when you plan a lesson or unit.

Calculate a full 2,000-calorie sample day from real food labels, then revise it to meet fiber, calcium, and iron targets while staying inside the calorie and sodium limits, documenting every substitution.

Differentiate macro- and micronutrient functions, deficiency conditions, and credible dietary guidance sources well enough to debunk three common nutrition myths a middle school student would repeat.

Contrast communicable and noncommunicable disease prevention strategies and match each to a specific school-based intervention, such as immunization tracking, hand-hygiene routines, or chronic-disease screening referral.

Classify the major drug categories by physiological effect, addiction potential, and the school and legal consequences for a student, and outline a refusal-skills lesson that practices assertiveness rather than just naming drugs.

Identify warning signs across the mental-health continuum, including depression, anxiety, and suicide risk, and write the exact referral language and chain-of-command steps a teacher follows, distinguishing your role from the counselor's.

Sequence human development and sexuality content by grade band, listing for each band what is taught, what is deferred, and how a school communicates with families about sensitive topics.

Demonstrate the correct step order for choking, severe bleeding, shock, heat illness, seizure, and suspected fracture, stating when to call emergency services and when not to move a casualty.

Evaluate how media, peers, and advertising shape body image and substance decisions, and convert that analysis into a media-literacy activity students can complete in one class period.

Complete one timed 60-question Subtest 1 practice set under real testing conditions, then tag every miss by subarea and rewrite each missed item as a one-sentence teaching point you could deliver to a student.

Outline the stages of motor development from reflexive movement through specialized skill, naming the developmental sequence within fundamental manipulative and locomotor skills rather than just listing the skills.

Apply biomechanical principles of force, torque, levers, stability, center of gravity, and projectile motion to explain why a novice throws or kicks differently than a skilled performer.

Summarize how growth spurts, maturation, and physical literacy rates affect what a middle school student can reasonably perform in a physical education class.

Explain when the ATP-PC, glycolytic, and oxidative energy systems dominate, and match each system to sample activities of 6 seconds, 60 seconds, and 20 minutes with the recovery pattern each requires.

Apply the FITT-VP framework to design a 12-week fitness progression for a 15-year-old that builds cardiorespiratory endurance, muscular strength, flexibility, and bone-loading activity without overtraining.

Calculate target heart rate by the Karvonen method, compute BMI and interpret it against youth percentiles, and read a fitness-test profile well enough to prescribe the next instructional step.

Describe overload, specificity, reversibility, progression, and periodization, and identify each principle when it is violated in a flawed sample training plan.

Differentiate the teaching styles along the command-to-discovery spectrum and choose the style that fits a given objective, class size, and equipment set.

Design a five-lesson unit using a game-centered or sport-education model, sequencing modified game forms so tactics are taught before isolated technique drills.

Write ten psychomotor objectives that contain an observable action, a measurable criterion, and the conditions of performance, then build an analytic rubric that matches one of them.

Specify least-restrictive-environment and IEP-aligned modifications for students with mobility, sensory, and cognitive differences, changing equipment, rules, space, or pacing rather than excluding the student.

Complete one timed 60-question Subtest 2 practice set, rework the error log, and rank your ten weakest subareas across both subtests from most to least costly in points.

Map the cross-domain overlaps, including nutrition and fitness planning, first aid and injury prevention in activity settings, and mental health and motivation in physical education, and write a bridging note for each.

Sit one full-length timed practice session covering both subtests back to back to rehearse pacing, breaks, and stamina, recording the time you spent per question.

Re-teach your ten weakest topics aloud from memory, then check each explanation against a reference and correct the gaps in writing.

Complete a second full-length timed practice and compare subarea scores against week 7 to confirm the corrective plan worked.

Condense both subtests into a two-page cram sheet of formulas, standards, safety step orders, and frequently confused pairs, trimmed until it fits the page.

Rehearse test-day logistics, including registration confirmation, identification requirements, calculator and personal-item rules, and your arrival buffer, so nothing is decided on the morning of the exam.